Developmental Eye Movement Test Research Articles

An optometric approach to patients with sensory integration dysfunction

Background Sensory integration dysfunction is a neurologic condition that can cause children to process environmental sensations in an inappropriate way. As a result, they may either seek out strong sensations or avoid even mild sensations. Some of the characteristics of these children may be hyperactivity, poor awareness of pain, high risk taking, listening to loud sounds, clumsiness, poor fine motor skills, poor gross motor skills, poor visual tracking, problems with sequencing, and problems with balance. Sensory integration dysfunction often is related to children with developmental disabilities, autism, and attention deficits. Methods Two children from the same family were examined for general eye examinations because of a history of sensory integration problems. J.H., an 11-year-old girl, and her 6-year-old half-brother, A.T., returned to the clinic for visual-perceptual testing: the Test of Variables of Attention (TOVA), the Developmental Eye Movement Test (DEM), and the Visagraph (Compevo AB, Stockholm, Sweden). The use of yoked prisms with these children was also explored. Results Both children showed oculomotility problems based on the DEM and Visagraph results. Whereas J.H. performed well on the visual-perceptual profile overall, A.T. showed problems in many areas such as reversals, visual spatial relations, visual sequential memory, visual form constancy, and attention. Both children were low hyperopes and showed positive postural and balance changes when tested with yoked prisms. Conclusions Children with sensory integration dysfunction can have a number of signs and symptoms that may bring them to the optometrist’s office. It is important to thoroughly test their visual, perceptual, and oculomotor systems to determine the best way to help these patients. The use of vision therapy and yoked prisms can be beneficial treatment options for many of these patients.

VISUAL FUNCTION AND EXECUTION OF MICROSACCADES RELATED TO READING SKILLS, IN CEREBRAL PALSIED CHILDREN

This article investigates the ability of cerebral palsied (CP) children to execute microsaccades. One-hundred and five congenitally CP school aged children (6 to 15 years old), without severe mental retardation, were classified into three groups: those with spastic quadriplegi, spastic diplegics, and spastic hemiplegics on the basis of: (1) patient anamnesis, (2) IQ estimation, (3) evaluation of the microsaccadic skills with the Developmental Eye Movement test (DEM). Their performance in these tests was compared with a control group from the general pediatric population. IQ of the CP children ranged between 70 and 100; the microsaccadic skills were severely affected: only 19% of the CP children had normal function, 20.9% of the CP children appeared with a pure oculomotor problem, 32.4% of the CP children had a visual-perceptual problem, and 27.7% of the CP children had a combined oculomotor and visual perceptual problem. CP children, in the absence of severe mental retardation, have disturbed visual skills and visual perception that usually leads to reading difficulties. It is also suggested that microsaccadic skills of CP children is an identifiable factor compounding the adverse effects of mental retardation on reading skills.

Developmental Eye Movement Test: reliability and symptomatology

The Developmental Eye Movement Test (DEM) is a widely used visual skill test, especially in the context of a vision therapy evaluation. It is intended to diagnose oculomotor dysfunction (OMD) and can also identify deficient rapid automatized naming. As such, its reliability and associated symptomatology are important. The DEM test-retest reliability was investigated within two populations: a group of 53 office patients who were participating in vision therapy evaluation in a private optometry practice, and a smaller group of 13 subjects at their school. One to four weeks separated the test and retest for both groups. We also studied the relationship between results on a questionnaire of symptoms associated with OMD and DEM test performance in these two populations. The first administration of the DEM significantly correlated with the second for all four of its scores for both groups. The office group had higher intra-class correlation coefficients than the school group. There was good agreement between test and re-test in terms of pass-fail classification for the office group. Symptomatic subjects performed poorer than asymptomatic subjects on the DEM. Failing the DEM Ratio, the score used to diagnose OMD, identified 90% of the subjects who were symptomatic. The DEM has good intra-subject test-retest reliability for all four of its scores when it is administered in an office setting to patients participating in a vision therapy evaluation. It also has good consistency in classifying patients as pass or fail. Performance on the DEM relates to certain symptoms that are associated with OMD.

Spatial load factor in prediction of reading performance

Abstract This study investigated whether there is a relationship between reading age and clinical optometric tests that have varying degrees of spatial loading in their design. Spatial loading in this context is the demand on the visual system to process information about the relative position and orientation of stimuli. A total of 112 children aged 8-11 years were assessed using saccadic eye movement and rapid naming tasks with varying spatial loads. All were subtests of Garzia's Developmental Eye Movement test and Liubinas' SeeRite Reading Diagnostic Programme. Variability in load was achieved by comparing rapid naming of numerals vs the spatially loaded letters p, d, b, q; and by comparing the speed of reading numerals presented in increasingly complex arrays. Reading Age was assessed independently and results were analysed by multiple logistic regression. Spatially loaded naming tasks performed at speed exposed a Spatial Loading Factor which clearly differentiates children at risk with reading.

Correlation between reading skills and different measurements of convergence amplitude

Purpose. To find correlations between convergence amplitude and reading ability, as assessed in various methods. Methods. Convergence of 66 children aged 8-10 years was evaluated using 1) Non-accommodative target at near and distance; 2) A near computerized stereogram; and 3) Measurement of near point of convergence (NPC). Reading ability was examined by: 1) a reading comprehension test and 2) the Developmental Eye Movement Test (DEM), which evaluates saccadic speed and accuracy. Results. Convergence amplitudes on a distant target and on a near stereogram were correlated with the DEM score (P = 0.005/0.02, r = –0.38/–0.32 and P < 0.001/0.002, r = –0.53/–0.53 for break/recovery respectively), while NPC and convergence on a near non-accommodative target did not. Reading comprehension test score was not correlated with any of the convergence measurements. Conclusion. Convergence amplitude measured while accommodation is controlled was correlated with the DEM score, which evaluates saccadic speed and accuracy. Further study to evaluate whether improvement in vergence control improves DEM scores is needed.

The Presumed Influence of Attention on Accuracy in the Developmental Eye Movement (DEM) Test

The Presumed Influence of Attention on Accuracy in the Developmental Eye Movement (DEM) Test

The Presumed Influence of Attention on Accuracy in the Developmental Eye Movement (DEM) Test

The Presumed Influence of Attention on Accuracy in the Developmental Eye Movement (DEM) Test